1 Mathematics Teaching Methods and Skills
Let students explore independently and cooperate with each other.
For example, I arranged two group exchange activities when I was teaching "Diamonds". In the part of exploring new knowledge, I said to the students: "As we all know, the diamond is a special quadrilateral. When the parallelogram meets what conditions, it is a diamond? " ? What can we get from the definition of diamond through last class? And let students explore the similarities and differences between "rhombus" and "quadrangle" independently, discuss the judgment of "rhombus" according to the judgment of "quadrangle", and discuss the definition and nature of rhombus. Through the re-understanding of diamonds, students can have a deeper understanding of the definition of diamonds. Teachers should let students learn to communicate in the process of thinking, because communication is a process of enjoying information, which can let students learn to live in harmony with others while mastering knowledge.
Let students learn and master knowledge in practice.
In teaching, let students practice and operate more, and take the initiative to acquire knowledge. For example, in the process of exploring new knowledge in diamond class, I use two thin strips of wood, one long and one short, fix a small nail at their midpoint to make a rotatable cross, and then put a rubber band around them to make a quadrilateral. I turned the stick to guide the students to observe. They found that this quadrilateral is always a parallelogram. Then I let the students operate, guess the quadrilateral when the wooden strips are perpendicular to each other in the process of rotating the wooden strips, and orally prove the judgment method of the diamond, so as to cultivate their observation ability and reasoning ability. Then I use this judgment to give students questions to consolidate the application of what they have learned, and discuss in groups: (1) When will this quadrilateral become a diamond? (2) Are quadrilaterals with diagonal lines perpendicular to each other rhombic? Why? (3) What conditions does the diagonal meet? Mainly to let students consolidate and apply diamond judgment, and further cultivate students' abstract thinking.
Let students use it flexibly and master the knowledge before and after.
For example, after the lecture on "Diamonds", I spent about 10 minutes and asked 3 ~ 4 students (good, medium and poor) to make a summary of what they had learned. Then group discussion: (1) What are the conditions for a general quadrangle to be a diamond? (2) What are the conditions for a parallelogram to be a rhombus? (3) What are the differences and connections between rectangle and diamond in definition, nature and judgment method? (4) What conclusions did you get from this class through exploration? Do you think it's strange or not? This is mainly to let students understand the difference of knowledge and guide them to form an overall understanding of the knowledge before and after. Through evaluation and reflection, students have made clear the knowledge structure of this course and mastered three diamond-shaped judgment methods, which not only enabled them to master the contextual knowledge, but also further cultivated their abstract thinking.
2 math classroom skills
Cultivate students' interest in learning and stimulate students' learning motivation
(1) Cultivate interest in learning. Skatkin, an educator in the former Soviet Union, believes that the teaching effect depends on students' interests. Learning with interest can make students more focused in the learning process. First of all, teachers should pay attention to the setting of problem situations in teaching, pay attention to the introduction of freshness in new lesson learning, and use appropriate skills to stimulate students' strong interest in knowledge, so that students can gradually ignite their positive feelings and wishes for learning new knowledge in class. Secondly, teachers should appropriately extend classroom teaching. Finally, it is necessary to harmonize the feelings between teachers and students, improve the relationship between teachers and students, untie the shackles of students, eliminate their fears, and make them actively seek knowledge and enter a harmonious and ideal learning state of mind.
(2) Incentive mechanism. Teachers should motivate students in time and enhance their learning motivation in teaching. For example, teachers can express their expectations in various ways and inspire and motivate students emotionally and emotionally. Don't criticize and reprimand, but try your best to give play to their bright spots.
Clear teaching objectives and optimize teachers' teaching skills
At present, simply completing the teaching task is no longer the teaching goal of junior high school mathematics, but our current teaching goal is to complete the teaching task according to the task, nature and curriculum goal of national education, combined with the age characteristics of middle school students and the characteristics of mathematics subjects, which requires us to pay more attention to the educational task of cultivating students' ability, imparting knowledge and personality quality. In particular, the current junior high school mathematics education clearly puts forward the teaching objectives of "forming the consciousness of using mathematics" and "solving problems by using what you have learned"
As a math teacher, we must make clear the teaching objectives, carry out targeted teaching work on the premise of closely surrounding the teaching objectives, and set the objectives on the basis of considering students' emotions, cognition and other aspects. Emotional development includes cultivating students' interest in math activity classes, cultivating good study habits and improving students' initiative and enthusiasm in participating in activities. Cognitive development is mainly to guide students to discover or verify mathematical conclusions, so as to help students gain relevant perceptual experience. Therefore, we must grasp the goal of mathematics teaching comprehensively and profoundly, and constantly pay attention to optimizing teaching environment and improving teaching methods in the teaching process to ensure the high-quality completion of teaching tasks.
3 math classroom skills
Cultivating students' sense of cooperation in classroom teaching.
Learn to get along with others, learn to cooperate and learn to communicate. It is the basic quality that people living in the information society should have. We should cultivate students' cooperative consciousness in classroom teaching, so that students can explore independently and acquire knowledge on their own initiative.
I discuss group cooperative learning in class, so that students can discuss and communicate in class. Group cooperative learning, give students room to think and ask a question in the group. After the discussion, everyone has a selective discussion and let each student take on a different role. The students are divided into four groups, some of which are group leaders, who are responsible for sorting out everyone's speeches and preparing to talk about their own group's views when communicating with the whole class, and I also participate in it, giving necessary tips and guidance to the learning situation of each group. At this time, active students can express their opinions, and students who don't like to talk also leave room for their performance in a small scope. Tell your deskmate about the preliminary unification of the mathematical achievements that all of you participated in the research. Then show the research results to the class. At this point, students can reproduce the thinking process of knowledge, teach each other and improve together. The teaching process is not only a process of learning, but also a process of students' communication, and students' sense of cooperation has been well cultivated.
Examine your own teaching in time and guide students to actively participate in classroom teaching.
In math class, I check whether my teaching has aroused students' interest and pay attention to students' participation in class. Constantly reflect on whether their teaching behavior adapts to students' psychological characteristics, thus stimulating students' thirst for knowledge. Every time after class, I have to reflect on my teaching behavior and learn something beneficial from the students. I will continue to carry forward and strive for better, and I will correct it in time, and strive to make classroom teaching more complete in this reflection and let our students get better development.
For example, respect students' understanding methods as much as possible, leaving students with room for thinking. Let students discover, experience and think positively when learning mathematics. In this relaxed atmosphere, students can actively participate and think positively. Different people will get different development.
4 math classroom skills
In the face of everything, the problem should be extensive and hierarchical.
In order to enhance the effect of classroom teaching and arouse every student's learning enthusiasm, classroom questions should be as extensive as possible, not only for a few students' questions, but also for those students with good grades. Otherwise, another part of students will be left out in the cold, which will weaken the enthusiasm of mathematics learning and think that the questions they ask have nothing to do with themselves, thus not thinking, which will affect the overall effect of teaching. For example, when proving △ ACN △ MCB in the above question, the three conditions of triangular congruence can be answered by three students of different levels, which not only enhances the extensiveness and hierarchy of the question, but also allows all students to naturally participate in it, so that each student can find his own position in the classroom.
Cultivate thinking and skillfully use comprehensive method and analytical method to ask questions.
Synthesis method and analysis method are two major thinking methods of mathematical thinking. A problem can't be solved at once, and it usually needs in-depth exploration and research, which is often of great help to students' thinking and exploration spirit. Teachers can't talk about these topics to solve problems. It is necessary to understand the essence of education through these topics and cultivate students' thinking ability and exploration spirit. Therefore, when asking questions, we can ask students what conclusions can be drawn from the known conditions, guide students to divergent thinking, and start the spark of students' wisdom, and then ask which conclusions are helpful for us to solve problems. Then, starting with the conclusion, ask what solutions are available to the problem, guide students to explore step by step, learn the methods of exploration, and exercise their thinking ability, so as to achieve the purpose of education and teaching.
Broaden your horizons and pay attention to clever extension when asking questions.
Paying attention to clever extension when asking questions can spread students' thinking, deepen their understanding of what they have learned and make them accept what they have learned better. For example, after it is proved that the quadrilateral obtained by connecting the midpoints of four sides of a quadrilateral in turn is a parallelogram, it is extended to ask: What quadrilateral obtained by connecting the midpoints of four sides of a quadrilateral is a rectangle? Is it a diamond? Is it square? What quadrilateral is obtained by connecting the midpoints of isosceles trapezoid sides? Why? This can deepen students' understanding of the midpoint quadrilateral.
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